Professional Documents
Culture Documents
for Grade 7
Lessons in this section
7.1 Speaking and grammar: managed to vs. could for past ability 188
7.2 Listening and vocabulary: jobs and work customs 192
7.3 Reading for inference: ‘Just leave the keys in it, sir’ 196
7.4 Writing non-chronological information texts: Energy resources 199
Resource sheets for the lessons 202
Get students to underline the model sentences in their worksheets and find any
other sentences which use could or managed to. Get them to copy these sentences
into their exercise books.
Concept check
Elicit/check students understand the meaning, form and pronunciation of managed
to and when to use it instead of could with the following questions. Ask the
questions in Arabic or English, depending on the level of your class.
• Are we talking about the present or the past? Past
• What Houdini can do or what he could do? Could do
• Was Houdini able to escape from places like this all of his life? Yes
• Is it a general statement about him? Yes
• For things we were able to do for a long time, for all our lives, for general
ability, do we use could or managed to? Could
Get students to practise the question form by giving them oral cues, ‘first’, ‘then’,
‘next’, ‘after that’, ‘in the end’.
Put students in pairs and get them to practise questions and answers with managed
to from the same cues on OHT 7.1a. Students can change the order of what
Houdini managed to do first, according to their own logic.
Answer key – suggested exchange
A: What did he manage to do first?
B: He managed to get out of the chains.
A: What did he manage to do then?
B: He managed to unlock the wooden box.
Etc.
Get students to practise in open pairs first, then closed pairs. Monitor and correct
for accuracy.
out
in on into onto across off from through down over
of
climb 9 9 9 9 9
hang 9 9 9 9 9
jump 9 9 9 9 9 9 9 9 9
crawl 9 9 9 9 9 9
walk 9 9 9 9 9 9
run 9 9 9 9 9 9
hide 9 9 9
step 9 9 9
Get students work in pairs, using the table as set of cues to make sentences about
the map on OHT 7.1c with managed to.
A: Climb onto
B: I managed to climb onto the roof of the castle / prison building
Crawl across.
A: I managed to crawl across the minefield.
Story telling
Set the scene for getting students to prepare and present the story of how they
managed to escape from the prison. Show OHT 7.1c and tell them the following.
Teacher’s script
You were in this prison for three years and then you managed to escape. How
did you do it? You are going to tell us your story. First, remember what things
you managed to get hold of in prison that helped you escape. What sort of
things did you use? Did you use a knife? Did you manage to steal a key?
Elicit from students and put on the board a list of things that they managed to get
hold of before escaping.
wire cutters a key a guard’s uniform a passport a train ticket
dog food money walking shoes
Get students to brainstorm their stories in groups of four, writing short notes (not
complete sentences) if they need to, to prepare their stories. Ensure students will
speak at length and use the target language by:
• reminding them of the verbs and prepositions in OHT 7.1b;
• reminding them of the target language managed to;
In Arabic if necessary
Could, managed to and was able to are all helping verbs (modal verbs) that we use
to talk about ability and achievements in the past. Could is for general or life-long
skills, managed to is for one-off, specific events.
Was able to can be used for any situation instead of having to change between
could and managed to, and that’s what we will study next.
Check answers by showing students the job titles in Box 2, OHT 7.2. Get students
to match the adjectives in Box 1 with the jobs in Box 2. Tell them to put the two
items together and make sentences with should be and ought to be.
Lawyers should be clever but professional.
Comprehension grid (column 1)
Get students to read the statements on worksheet 7.2 about work customs in the
UK. Working individually, get students to fill in the column ‘In Qatar’ by ticking
(9) the statements which are also true for Qatar and putting a question mark (?)
next to any they don’t know. Read the statements aloud, pausing after each one to
give students time to think and fill in the column. Then put students back into their
groups of three and get them to compare answers.
Get students to discuss and fill in the last column in the table ‘Main differences’
(worksheet 7.2). This column is to describe how Vietnamese work customs are
different from those in the UK; students should do as much as they can from
memory. Play the tape a second time. Get them to complete their notes, discuss,
share and compare answers.
Answer key
2½ hour lunch breaks
lunchtime sleep
second job
normal clothes
retire at 50–55
don’t change jobs
use personal connections
Post-listening
Pairwork discussion
Individually, get students to write sentences comparing work customs in the UK,
Qatar and Vietnam, in three different ways: factual comparisons, personal
preferences and different values. Students use the sentence patterns below to
prepare for discussion.
1 Factual comparisons
We work longer hours in Qatar
They have shorter holidays The UK
Vietnam
2 Personal preferences
I’d like to work in The UK because…
I wouldn’t like to Qatar
I’d rather Vietnam
I’d prefer to
3 Values
You should ‘buy’ jobs for your family
shouldn’t have to wear formal clothes to work
ought to be able to wear what you want
Today’s lesson was to learn some new vocabulary. Tell me some of the new words
you learned today about work and jobs. You also practised listening for
information and details. You responded to listening by making comparisons,
stating your preferences and opinions, and discussing which work practices you
agreed and disagreed with.
Elicit the American English words for the following English words.
• A taxi? A cab
• Trousers? Pants
• The pavement? The sidewalk
Pre-teach
Pre-teach the vocabulary. Write this pre-question on the board:
What does Stan Murch get a tip for?
While reading
Comprehension questions
Resources
Hand out the text on worksheet 7.3a and give students three minutes to read it and
Worksheets 7.3a, 7.3b(i) answer the pre-question.
and 7.3b(ii)
Answer key
Stealing the man’s car.
Reports (like the police report) cannot have any inference in them; all the details
and information must be very clearly ‘on the line’.
In stories and texts where the writer wants to tell us something indirectly, we have
to read ‘between the lines’ – inferring ideas from clues the writer gives us.
In texts which make us think about issues and ideas, the writer is asking us to go
beyond the story and think about our own lives and opinions, so we are reading
‘beyond the lines’ – adding our own experience to what we have read.
While writing
Tell the students that they are going to write a text about energy resources in three
Resources paragraphs. Use the following checking questions to establish the text type.
Worksheet 7.4c • Are we telling a story or giving information? Giving information
Vocabulary • The subject is ‘energy resources’ so do we use ‘I’ ‘he’ ‘she’ or ‘it’ and
(to) get rid of ‘they’? It, they
• What other subjects could we use? People, we
• Is the topic mainly in the past, present or future? The present
• What tense will we mainly use? Simple present
• Is it better to start with a general opening statement or a specific example
about geothermal plants? A general opening statement
Guided writing questions and answers
Hand out worksheet 7.4c. Get students to discuss the answers for the Paragraph 1
questions. Working individually or in pairs, get students to write down their
answers in complete, full sentences (no short answers). Monitor carefully to make
sure they are writing a paragraph, not a series of answers to an exercise. When
most of the class have got a first paragraph, stop them writing and build a shared
first paragraph on the board.
Answer key
To be used as a teacher’s guide, not as the ‘right’ answer
How important are energy resources in Energy resources are really important
modern life? in modern life. Apart from our houses,
Apart from our houses, what else do we
we need energy to run our cars,
need energy to run? hospitals, schools, and factories. All
the energy resources we use come
Where do all the energy resources we from the Earth in some way. There are
use come from?
three main sources of energy that we
What are the three main sources of use: fossil fuels, nuclear power and
energy that we use? renewable energy.
Get students to repeat the process for Paragraph 2 and Paragraph 3: oral pair
work discussion with short answers followed by individual writing with full
answers. Monitor carefully, correct for accuracy, and wherever possible, get
students to combine two answers into one sentence using and and subordinate
clauses with which or that.
Answer key
To be used as a teacher’s guide, not as the ‘right’ answer
What are the three fossil fuels? Fossil fuels are coal, oil and gas.
They come from plants and animals
Do they come from plants and animals?
Did the plants and animals die recently?
that died millions of years ago.
Nuclear power is produced by
Is nuclear power produced by splitting splitting atoms which give off heat
atoms? What do the atoms do then? and produce electricity. Renewable
Where does renewable energy come energy comes from the wind, running
from? Can the sea be a source of water, the sun, the sea and rocks deep
renewable energy? What is the source inside the earth which produce heat.
of geo-thermal energy?
Paragraph 3 questions Suggested written paragraph 1
Can fossil fuels be renewed? Do they Fossil fuels cannot be renewed and
waste our natural resources? they waste our natural resources.
Are coal-burning power stations dirty?
Coal burning power stations are dirty
Do they cause pollution? and cause a lot of pollution. Nuclear
power stations can be dangerous and
Can nuclear power stations be it is very difficult to get rid of nuclear
dangerous? Is it easy to get rid of
waste. The advantage of using
nuclear waste?
renewable energy is that it is safe,
What does renewable mean? What are clean, cheap and it doesn’t run out.
the advantages of renewable energy?
Post-writing
Get students to plan the illustration of their information text with the pictures from
Resources worksheet 7.4a. Have them cut out the pictures and arrange them on a clean page
Worksheets 7.4a, 7.4b so that they follow the sense of the three paragraphs. Have students copy the gap-
Computer with MS Word, filled captions (worksheet 7.4 b) onto strips of paper, and stick them to each
electronic file / printout picture, or just underneath. Get them to copy the final draft of their three
of energy resource
images from Internet,
paragraphs around the pictures. Alternatively, get students to prepare the final,
colour printer, paper (if illustrated and captioned draft electronically as a Word document and print it out in
paper resources only, colour.
scissors and glue)
Get students to share and compare their versions.
Feedback
Deal with most common written errors on the board if necessary.